Day 1 –  Monday, May 20, 2019 – Introduction 

You will be held accountable for the readings and discussion questions listed here. There will be no “testing.” That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition, you will find detailed explanations and examples on our grading policies in the first week’s reading.

 * * * * *

To stay on track: 1) Email me your email address. 2) Start thinking about your visual project topic. Email me your visual project topic soon.

Topic: Introduction

Preparatory Readings:

• • Those Infamous Grades and Letters of Recommendation
  • Case Against Gold Stars by Alfie Kohn.
  •  Cooperative Learning
  • Preface
  • Potter and Kappeler. Constructing Crime — .
  • Rafter. Shots in the Mirror. Introduction & Chapter 1-2.
  • Surette. Media, Crime and Criminal Justice . Chapter 1-2

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • illocutionary discourse
  • the aesthetics of answerability
  • taxonomy of learning
  • the 6Cs
  • the external and internal motivations of learning
  • dog letters
  • the relationship between “media, crime, and the criminal justice system”
  • the social construction of reality

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read the links noted under “Preparatory Readings.” Due:  Tuesday, May 21st.

1. What are the connections between the “6Cs,” the taxonomy of learning, and dog letters? How are grades and grading determined in this course? 
2.   How do you analyze and evaluate information? How do you know if the information is accurate? Relate your answer to the following concepts — definition of the situation and the social construction of reality. Provide an example to better illustrate your point. 
3.   Compare and contrast the first two chapters of the Surette textbook with the Rafter book. What are the similarities and differences? 

Suggested Visual Projects: 

Note: Start thinking about ideas for your visual project. Must relate to “media, crime, and the criminal justice system.” Must be approved before starting your project. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google). Must conduct library research using scholarly works, (not the popular press — Time Magazine, Newsweek, Sports Illustrated). No term papers! Email me your idea ASAP! Refer to instructional handout relating to this assignment.

• • Conduct a content analysis of local television news broadcasts or your local newspaper. How much crime and criminal justice is presented daily? Why.
  • Compare the Uniform Crime Reports and other crime statistics with the crime news in the local media. How much crime and justice news is presented daily? Why. 

 Recommended Readings:

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Todd Gitlin. The Whole World is Watching.
  • Gregg Barak. Media, Process and the Social Construction of Crime.
  • Peter Berger & Thomas Luckmann. The Social Construction of Reality. 

takata@uwp.edu

 Updated: May 15, 2019

Day 2 – Tuesday May 21, 2019 – Making News

You will be held accountable for the readings and discussion questions listed here. There will be no “testing.” That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition, you will find detailed explanations and examples on our grading policies in the first week’s reading.

 * * * * *

To stay on track: 1) You should be researching your pre-approved visual project topic and beginning your annotated bibliography. 2) You should be signed up for your meeting with me.  

Topic: Making News  

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime .   Preface, Introduction, Ch. 1-5.
  • Rafter. Shots in the Mirror. Chapter __.
  • Surette. Media, Crime and Criminal Justice . Chapter __.
  • Movie: “Rashomon” (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • definition of the situation
  • the social construction of reality
  • crime waves
  • moral panics
  • Theory, Policy, Practice

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read this week’s readings and view “Rashomon.” Due: Wednesday, May 22nd.

1.   Whodunnit? Why. How does the movie, “Rashomon” relate to social constructionism? Why. 
2.   Which of Sasson’s five frames, is the most frequently covered in the media?  Why.  Provide examples to better illustrate your point. 
3.   Compare and contrast moral panics with crime waves? Provide a recent example of each.  

Suggested Visual Projects:

Note: Start thinking about ideas for your visual project. Must relate to “media, crime, and the criminal justice system.” Must be approved before starting your project. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google). Must conduct library research using scholarly works, (not the popular press — Time Magazine, Newsweek, Sports Illustrated). No term papers! Email me your idea ASAP! Refer to instructional handout relating to this assignment.

• • View another Rashomon-like movie. Compare and contrast the two movies. Discuss how they relate to social constructionism and the definition of the situation? Why.
  • Select one demographic characterists (i.e., gender, race/ethnicity, age, social class). Trace historically how this characteristic has been portrayed/stereotyped in the media. And how has this particular characteristic changed over time? 

Recommended Readings:

— Gregg Barak. Media, Process and the Social Construction of Crime.

— Peter Berger & Thomas Luckmann. The Social Construction of Reality. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated:  May 15, 2019

Day 3: Wednesday, May 22, 2019 – Constructing Crime Problems

 * * * * *

To stay on track: 1) You should be finishing up your research and working on your annotated bibliography. 2) You should be signed up for your meeting. 

Topic: Constructing Crime Problems

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . Chapters 6-13.
  • Rafter. Shots in the Mirror. Chapter __.
  • Surette. Media, Crime and Criminal Justice . Chapter __.
  • Documentary: “The News Media Coverage of Crime & Victimization”  (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • urban legends 
  • claimsmaking
  • perception v. reality
  • fear v. fact
  • sound bites

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read this week’s readings and view “News Media Coverage of Crime & Victimization.” Due: Tuesday, May 28th.

1.   According to Best & Hutchinson, where do urban legends come from? Why do they persist? 
2.   Chermak concluded that “news sources involve themselves in the news production process to further their own social control, ” (P&K, p. 139). Do you agree or disagree with Chermak? Why. 
3.   Throughout Part 2 of Potter & Kappeler’s Constructing Crime, why is there such a disparity between perception and reality (i.e., personal threat and actual harm)?  Which author best explains the social construction of a crime problem? Why.

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Research an urban legend. Where did it come from? 
  • Research the fear factor (the fear of crime). How does the media increase and/or decrease the fear of crime? 
  • Watch the local or national news for a week. Observe the examples of how the media instills fear of crime in its audience. 
  • What is the latest crime related epidemic? Why. 

Recommended Readings:

— Valerie Callahan.  Feeding the Fear of Crime: Crime-related Media and Support for Three Strikes. 

— Robert McChesney. Rich Media, Poor Democracy.

— Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distorts the News. 

— Herbert Schiller. Information Inequality. 

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated:  May 15, 2019

Day 4: Monday, May 27, 2019 –  Memorial Day Holiday (no class) 

 * * * * *

To stay on track: 1) You should be finishing up your research and working on your annotated bibliography. 2) You should be signed up for your meeting. 

Topic: Constructing Crime Problems

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . Chapters 6-13.
  • Rafter. Shots in the Mirror. Chapter __.
  • Surette. Media, Crime and Criminal Justice . Chapter __.
  • Documentary: “—–”  (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • urban legends 
  • claimsmaking
  • perception v. reality
  • fear v. fact
  • sound bites

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read this week’s readings and view “Rashomon.” Due: Tuesday, May 28th.

1.   According to Best & Hutchinson, where do urban legends come from? Why do they persist? 
2.   Chermak concluded that “news sources involve themselves in the news production process to further their own social control, ” (P&K, p. 139). Do you agree or disagree with Chermak? Why. 
3.   Throughout Part 2 of Potter & Kappeler’s Constructing Crime, why is there such a disparity between perception and reality (i.e., personal threat and actual harm)?  Which author best explains the social construction of a crime problem? Why.

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Research an urban legend. Where did it come from? 
  • Research the fear factor (the fear of crime). How does the media increase and/or decrease the fear of crime? 
  • Watch the local or national news for a week. Observe the examples of how the media instills fear of crime in its audience. 
  • What is the latest crime related epidemic? Why. 

Recommended Readings:

— Valerie Callahan.  Feeding the Fear of Crime: Crime-related Media and Support for Three Strikes. 

— Robert McChesney. Rich Media, Poor Democracy.

— Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distorts the News. 

— Herbert Schiller. Information Inequality. 

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated:  May 15, 2019

Day 5:  Tuesday, May 28, 2019  – Images of Crime & Criminality

 * * * * *

To stay on track: 1) You should be working on your bibliography’s self-assessment and proofreading everything. Your annotated bibliography and self-assessment are due at the beginning of class on Wednesday, May 29th. Late work will NOT  be accepted.  

Topic: Images of Crime and Criminality

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . Chapters __.
  • Rafter. Shots in the Mirror. Chapter 3.
  • Surette. Media, Crime and Criminal Justice . Chapter 3.
  • Movie: “Outfoxed” (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice  
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • predatory criminality
  • psychotic super-male criminals
  • criminogenic media
  • copy cat crimes
  • media-oriented terrorism
  • infotainment

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read this week’s readings and view “Outfoxed.” Due: Wednesday, May 29th.

1.   How much crime and violence in society would disappear if there were no crime-and-justice media? [Surette, p. 73]
2.   What are some common media portraits of criminality? Why. Compare and contrast Surette’s Chapter 3 with  Rafter’s Chapter 3 on Slashers, Serial Killers and Psycho Movies. 
3.   Which criminological theories are featured the most in the movies? Refer to Rafter’s Chapter 2 with this week’s readings. 

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • View the movies suggested in Rafter’s Chapter 3: “Psycho,” “Texas Chainsaw Massacre,” “The Boston Strangler,” “Dirty Harry,” “White Heat,” and “Bonnie and Clyde.” 
  • Pick one of the following topics to explore further: slashers, serial killers and psycho movies.
  • Watch “The Silence of the Lambs” as a basis to discuss predatory criminals in the media. 

Recommended Readings:

— Karen Boyle.  Media and Violence.  

— Dennis Rome. Black Demons: The Media Depiction of the African American Male Criminal Stereotype. 

— Philip Simpson. Tracking the Serial Killer through Contemporary American Film and Fiction.  

—  Valerie Callahan. Feeding the Fear of Crime: Crime-related Media and Support for Three Strikes.  

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated:  May 15, 2019

Day 6: Wednesday, May 29, 2019 – The Effects of Constructing Crime

 * * * * *

To stay on track: You should be planning your visual component including the inexpensive take away item. 

Dates to Remember:

— May 29th – Bibliography due 

— June 3 & 4- Meetings (before and after class)

— Wednesday, June 5th at the beginning of class – Visual Component due

Topic: The Effects of Constructing Crime 

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . Chapters 14-18.
  • Rafter. Shots in the Mirror. Chapter –.
  • Surette. Media, Crime and Criminal Justice . Chapter 4.
  • Movie: “_____” (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice 
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • fear of crime
  • perception v. reality
  • criminogenic media
  • copy cat crimes
  • media-oriented terrorism
  • infotainment

Discussion Questions:

Note: In order to answer these discussion questions, you will need to read this week’s readings. Due: Monday, June 3rd.

1.   How does one distinguish between perceived fear and real fear? What are today’s Americans afraid of? Why. What should they be afraid of? Why. 
2.   In Part III in the Potter & Kappeler text, the “fear of crime” is a major theme. As a student who is studying criminal justice, what kind of news stories would be a more accurate portrayal of the extent of crime in the United States? Why.  
3. Discuss the differences between cultures that appear to have large amounts of criminogenic media but small levels of copycat crimes, such as Japan and those that have higher levels of both such as the United States. What might change in a culture to increase the copying of media portrayed crimes? Why. [Surette, p. 99]

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Compare and contrast both the front state and back stage of the news media. Find out how news is “made” by talking to someone in the journalism profession.  
  • Compare and contrast several different news broadcasts (local, national, international). What are some similarities and differences? Why. 
  • Examine one of the most recent copycat crimes.  

Recommended Readings:

— Karen Boyle.  Media and Violence.  

— Dennis Rome. Black Demons: The Media Depiction of the African American Male Criminal Stereotype. 

— Philip Simpson. Tracking the Serial Killer through Contemporary American Film and Fiction.  

—  Valerie Callahan. Feeding the Fear of Crime: Crime-related Media and Support for Three Strikes.  

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated: May 15, 2019

Day 7: Monday, June 3, 2019 – Media & the Police

 * * * * *

To stay on track: You should  1) attend your meeting today or tomorrow, and 2) work on your visual component including the inexpensive take away item. 

Dates to Remember:

— June 3 & 4 – Meetings scheduled

— June 5 at the beginning of class – Visual Component due

Topic: Media & the Police 

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . entirety.
  • Rafter. Shots in the Mirror. Chapter 4
  • Surette. Media, Crime and Criminal Justice . Chapter 5.
  • Documentary: “End of the Nightstick” (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice 
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • War on Crime
  • G-men
  • “CSI effect”
  • police reality programming
  • citizen crime fighters
  • ultraviolence
  • good cop/bad cop
  • “supercop”
  • community policing
  • SWAT
  • racial profiling
  • “techno cops”

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view “End of the Nightstick” and read this week’s readings. Due: Tuesday, June 4th.

1.   Why does the documentary, “End of the Nightstick” begin with the following quote: “There’s more law at the end of the nightstick than all the Supreme Court decisions.” Relate this quote to this week’s readings. What does this documentary tell us about the role of media? 
2.   Discuss the connection between the portrayal of guns, violence, and victims and the crime-fighting policies that are implied in these portrayals. (Surette, p. 121). What does this tell us about the interrelationship between theory, policy, practice? Why. 
3.   Discuss the possible reasons that civilians are portrayed so often as successful crime fighters and the traditional police are portrayed as unsuccessful in the entertainment media. (Surette, p. 121). 

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Watch the movie Dirty Harry  and discuss law enforcement stereotypes and narrative portrayed. 
  • Watch an episode of COPS and discuss the use of editing, formatting, and the portrayal of police work, offenders and victims.
  • Trace the origins and development of community policing. How effective is community policing in your hometown? 
  • How are police and other law enforcement agencies depicted on television and on the silver screen. Trace the changing images of police and policing. What accounts for the changing images? Why. 

Recommended Readings:

— Regina Lawrence. MThe Politics of Force: Media and the Construction of Police Brutality.   

— Frank Leishman and Paul Mason.  Policing and the Media.  

— Aaron Doyle. Arresting Images: Crime and Policing in Front of the Television.   

—  Kenneth Meeks. Driving While Black.   

— Kenneth Bolton & Joe Feagin. Black in Blue.

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.

takata@uwp.edu

 Updated: May 15, 2019

Day 8: Tuesday, June 4, 2019 – Media and the Courts 

 * * * * *

To stay on track: 1) Today is the last day of meetings. 2) You should be finishing up your visual component including its self-assessment.

Dates to Remember:

— June 4th – Last day of meetings

— June 5th, at the beginning of class – Visual Component due

Topic: Media & the Courts 

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . entirety.
  • Rafter. Shots in the Mirror. Chapter 5
  • Surette. Media, Crime and Criminal Justice . Chapter 6.
  • Documentary: “Murder on a Sunday Morning, ” “Night Court,” and “12 Angry Men”  (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice 
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • echo effect
  • prejudicial publicity
  • Freedom of Information Act
  • Government in Sunshine Act
  • closure
  • restrictive orders
  • protective orders
  • Voir dire
  • continuance
  • change of venue
  • sequestration
  • jury instructions
  • shield law
  • due process

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view “Murder on a Sunday Morning,” “Night Court,” and “12 Angry Men” (all to be shown in class),  and read this week’s readings. Due: Wednesday, June 5th.

1.    Discuss how case processing in real courtrooms compares with those shown in the media.  In other words, explain how crime shows violate an adherence to due process protections, and how civil liberties, judges, attorneys, and the judicial system are portrayed positively and negatively. [Surette, p. 151] Incorporate Rafter into your answer.   
2.    Discuss why, even though the courts determine what happens to offenders, media portraits of the courts are fewer in number than those of law enforcement. [Surette, p. 152]

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Attend a session of first appearances at the local courthouse and compare the processing of cases there with jusitical processing shown in the media. [Surette]
  • Find out  how and why Court TV was created. How popular is Court TV? Who are some of its competitors? Why.   
  • View one of the following movies: “12 Angry Men,” Judgment at Nuremburg,” Witness for the Prosecution,” And Justice for Allm” “To Kill a Mockingbird,” or “Runaway Jury.” Compare and contrast the media construction of the courts with how courts really operate. 
  • In 2016, “creepy clowns” have received much media attention. Trace the origins and recent developments of the “creepy clown” issue. 
  • Compare and contrast several different news broadcasts (local, national or international). What are some similarities and differences? Why.  
  • What are some of the sound bites we hear most often during the 2016 presidential campaign. Why. 

Recommended Readings:

— Frankie Bailey & Steven Chermak. Famous American Crimes and Trials.

— Heideh Nasheri. Crime and Justice in the Age of Court TV.

— William Haltom. Reporting on the Courts: How the Mass Media Cover Judicial Actions.

— Janice Schuetz & Lin Lilley. The O.J. Simpson Trials.

— Edward J. Gerald. News of Crime: Courts and Press in Conflict.

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.
  • Robert McChesney. Rich Media, Poor Democracy.
  • Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
  • Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.

takata@uwp.edu

 Updated: May 15, 2019

Day 9: Wednesday, June 5, 2019  – Media and Corrections 

 * * * * *

Dates to Remember:

   — Today (June 5th) at the beginning of class – Visual Component due including self-assessment. Late assignments will not be accepted.

   — Monday, June 10th at the beginning of class — Visual Project’s Overall Learning Assessment due

   — Wednesday, June 12th – Last Day of Fall Classes 

Topic: Media & Corrections 

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime . entirety.
  • Rafter. Shots in the Mirror. Chapter 6.
  • Surette. Media, Crime and Criminal Justice . Chapter 7.
  • Documentary:  various clips from corrections movies  (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice 
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • jails v. prisons
  • probation and parole
  • super max
  • the imprisonment binge
  • three-strikes policy
  • electronic monitoring
  • alternatives to incarceration
  • community re-entry
  • community corrections

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view  the various clips fro prison movies (all to be shown in class),  and read this week’s readings. Due: Monday, June 10th.

1.   Similar to the differences pointed out in Chapter 5 between media and street police, list differences between media correctional officers and real correctional officers. [Surette, p. 175]. Incorporate this week’s Rafter chapter into your answer. 
2.    Who is most responsible for the content and nature of news about corrections — correctional administrators, journalists, news agency administrators, or the public?  [Surette, 3rd edition] 
3.    Can correctional personnel do anything to significantly change the public image of corrections? How does the media influence correctional policy? Provide an example to better illustrate your point. 

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Compare real correctional officer duties to the media portrayals. 
  • Watch Shawshank Redemption or another prison movie. Discuss the use of correctional stereotypes. 
  • Watch crime shows for a week and note how many criminals are ex cons. Note how deterrence and rehabilitation are portrayed as likely outcomes of incarceration. 
  • View one of the following prison movies: “Birdman of Alcatraz,” “Brubaker,” “American Me,” “Escape from Alcatraz,” and so forth. How does the media construction of prisons compares to your knowledge of prisons. 
  • View one of the following movies focusing on capital punishment: “The Green Mile,” “Dead Man Walking,” “The Life of David Gale,” “Redemption,” or others Analyze the media construction of capital punishment.
  • In 2016, “creepy clowns” have received much media attention. Trace the origins and recent developments of the “creepy clown” issue. 
  • Compare and contrast several different news broadcasts (local, national or international). What are some similarities and differences? Why.  
  • What are some of the sound bites we hear most often during the 2016 presidential campaign. Why. 

Recommended Readings:

— Damian Echols. Life After Death.

— Wilbert Rideau. In the Place of Justice: A Story of Punishment and Deliverance.

— Jennifer Gonnerman. Life on the Outside.

— Michael Santos. Inside.

— Thomas Bernard & Robert Johnson. A Life for a Life.

— Mumia Abu-Jamal. Living on Death Row.

— Jarvis Jay Masters. Finding Freedom: Writings from Death Row.

— Kathleen O’Shea. Women on the Row: Revelations from Both Sides of the Bars.

— John Irwin. The Warehouse Prison.

— Michel Foucault. Discipline and Punish. 

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.
  • Robert McChesney. Rich Media, Poor Democracy.
  • Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
  • Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.

takata@uwp.edu

 Updated: May 15, 2019

Day 10: Monday, June 10, 2019 – Media , Juveniles and Delinquency 

 * * * * *

Dates to Remember:

   — Monday, June 10 — Visual Project’s Overall Learning Assessment due

   — Wednesday, June 12 — Last Class Meeting 

Topic: Media, Juveniles & Delinquency 

Preparatory Readings:

• • Potter and Kappeler. Constructing Crime. Chapter 6, 11 & 15.
  • Rafter. Shots in the Mirror. Chapter —
  • Surette. Media, Crime and Criminal Justice . Chapter —
  • Documentary:  “Central Park 5” (to be shown in class)

Lecture related links:

• • W.I. Thomas “Definition of the Situation
  • Theory, Policy, Practice 
  • “Who’s Habermas? Why Habermas?”

Concepts to be covered:

• • juvenile delinquent
  • Office of Juvenile Justice and Delinquency Prevention
• • difference between juvenile justice and the adult criminal justice system
  • status offenses
  • juveniles waived into adult court
  • gangs
  • youth violence
  • delinquency prevention & intervention
  • D.A.R.E.
  • cyber bullying

Discussion Questions:

Note: In order to answer these discussion questions, you will need to view  “Central Park 5” and the assigned readings. Due: Tuesday, June 11th.

1.    After viewing “Murder on a Sunday Morning” and “The Central Park 5”, what does this documentary tell us about the media’s portrayal of juveniles? How. Why. 
2.    What are today’s media images of American youth? Are these images more positive than negative? Why. 
3.    Does the public’s perception of youth crime match the official data? Why. Explain the role of the media and politics in shaping juvenile justice policy.   

Learning Beyond:

Note:  Other things you might want to explore beyond this week’s materials. 

• • Watch “Straight Outta Compton,” and explain the media portrayal of youth in this movie. How does this portrayal compare to other movies about kids?  
  • Do juvenile boot camps work? 
  • Examine a classic and a more recent movie depicting youth gangs. What are the similarities and differences? Why. 
  • Visit the OJJDP website and discuss what some of the programs presented.   

Recommended Readings:

— Anthony Platt. Child Savers.

— Anne Campbell. Girls in Gangs.

— Will Hobbs. Downriver. and the sequel, River Thunder. 

— Louis Sachar. Holes, and the sequel, Small Steps.

— Walter Myers. Monster.

— Geoffrey Canada. Fist Stick Knife Gun.

— Carl Hiassen. Hoot. (also,  Scat). 

— Christopher Paul Curtis. Bud, Not Buddy. 

— Susan Patron. The Higher Power of Lucky.

— Lawrence Lessig. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. 

• • Gaye Tuchman. The TV Establishment.
  • Herbert Schiller. Mind Managers.
  • Herbert Schiller. Information Inequality.
  • Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
  • Todd Gitlin. The Whole World is Watching.
  • Robert McChesney. Rich Media, Poor Democracy.
  • Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
  • Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.

takata@uwp.edu

 Updated: June 9, 2019